Cultivating Global Citizens: Sustainable Development in Foreign Language Education

Abstract

This paper examines classroom practices at a private mid-size university in Japan, illustrating how environmental, social, and cultural aspects of sustainability can be integrated into an intermediate-level English course. Through a content-based approach, students research global issues, developing language skills, research abilities, and critical thinking. The curriculum promotes learner autonomy through self-awareness, vocabulary development, and collaboration. Students explore topics such as pollution, water scarcity, and social justice, presenting their findings in diverse formats. Despite challenges in language proficiency and research skills, the integration of sustainability education enhanced linguistic and cultural competence, promoted autonomy, and encouraged critical engagement with local and global issues. The paper emphasizes the importance of institutional support, teacher training, and reflective teaching for the effective implementation of Education for Sustainable Development (ESD). This adaptable approach fosters global citizenship and prepares students to tackle sustainability challenges.